CREATIVITY DEVELOPMENT HOW? TRADITIONAL METHODS OR INFORMATION?

Authors

  • Agota Balogh Szabone Gal Ferenc College, Faculty of Education, Hungary
  • Erzsebet Lestyan Gal Ferenc College, Faculty of Education, Hungary

DOI:

https://doi.org/10.46827/ejes.v0i0.2811

Keywords:

creativity, skills development, traditional methods

Abstract

One of the most important components of the process of teaching and learning is studying and developing students’creativity. The goal of the research is to compare the development of creativity of 5-8 grade students (10-15 years old) in the traditional way and by means of information technology. The authors' method is to Following the development of students taking part in the research (altogether n=300) aided by traditional methods (n=150 students) and aided by information technology methods (n=150) for foury ears within the framework of a longitudinal research. Another method is the comparison of two different development methods and one control group (n = 150). Those taking part in the traditional development programme used fun task sheets on paper, while the IT based development programme used digital facilites. The changes were nearly identical in both groups regarding the five dimensions (self-advocacy, dominance, curiosity – interest, genuineness – creativity, energy). The information technology method resulted bigger changes in four areas (nonconformity, complexity, impatience, playfulness) and the traditional method in two areas (risk-taking, perseverance). Both methods were proved to be efficient in development of creativity, but components of creativity changed in different ways.

 

Article visualizations:

Hit counter

DOI

References

Amabile, T. M. (1983). The Social Psychology of Creativity. Springer, New York.

Arasteh, A. R., Arasteh, J. D. (1976). Creativity in human developement. Shenkman Publishing Company, Inc., Cambridge, Massachusetts.

Arieti, S. (1976). Creativity: The magic synthesis. Oxford, England: Basic.

Balogh, L., Herskovits, M., Tóth, L. (1994): Tehetség és képességek, KLTE Pedagógiai-Pszichológiai Tanszék, Debrecen.

Csikszentmihályi, M. (1996): Creativity: Flow and the Psychology of Discovery and Invention. New York, Harper Perennial.

Dávid, I. (2000). A tehetségdiganosztika eszközeinek összehasonlító vizsgálata az intellektuális szférában, Doktori dolgozat, Debrecen.

Guilford, J. P. (1950). Creativity. American Psychologist, 5.444–454.

Guilford, J. P. (1967). The Nature of Human Intelligence. McGraw Hill.

Gyarmathy, É. (2006). A tehetség fogalma, összetevői, típusai és azonosítása. ELTE Eötvös Kiadó, Budapest.

Inántsy-Pap, J., Juhász, E. V. (2011). A kreativitás és a gyermekrajz fejlődése: kísérlet a kreativitás összehasonlító vizsgálatára hat- és tizenegy évesek körében. In: Münnich Ákos. A kreativitás többszempontú vizsgálata, Didakt Kiadó, Debrecen, 201-221.

Kálmánchey, M. (1978). The connection of creativity to intelligence, school performance, social and sociometrical factors in students in Grade 5. Acta Paedagogica Debrecina, Issue 73.

Kaufman, J. C., Sternberg, J. R. (edit., 2006). The International Handbook of Creativity. New York, Cambridge University Press.

Landau, E. (1974). A kreativitás pszichológiája. Tankönyvkiadó, Budapest.

Simonton, D. K. (1975). Age and literary creativity: A cross-cultural andtranshistorical survey. Journal of Cross-Cultural Psychology, 6, 259-277.

Sternberg, R. J. and Lubart, T.I. (1991.): An investment theory of creativity and its development. Human Development, 34, pp. 1-31.

Torrance, E. P. (1963): Education and the creative potential. University of Minnesotta Press, Minneapolis.

Torrance, E. P. (1966). Torrance tests of creative thinking: Norms-technical manual. Personnel Press. Princeton.

Torrance, E. P. (1974). Torrance Tests of Creative Thinking: Norms-technical manual.Scholastic Testing SeRice, Benseville; IL. Idézi: Tóth László 1996.

Tóth László (1996). Tehetség-kalauz. Kossuth Egyetemi Kiadó, Debrecen

Tóth, L., Király, Z. (2006). Új módszer a kreativitás megállapítására: a Tóth-féle kreativitás becslő skála (TCES). Magyar Pedagógia, 106. (4), 292–295.

Tóth, L. (2000). Pszichológia a tanításban. Pedellus Tankönyvkiadó, Debrecen.

Tóth, L. (2004). Pszichológia vizsgálati módszerek a tanulók megismeréséhez. Pedellus Tankönyvkiadó, Debrecen.

Tyson, Moya (1972). A kreativitás pszichológiája. Új távlatok a pszichológiában. Szer-kesztette: Toss, B. M. Gondolat, Budapest.

Downloads

Published

2020-01-23

Issue

Vol 6, No 11 (2020)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).